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Understanding the Characteristics and Predictors of Student Involvement in IEP Meetings The Journal of Special Education (IF 1.732) Pub Date : 2021-04-15 Kelli A. Sanderson, Samantha E. Goldman
Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings, and the predictors of these outcomes. Respondents included 1,183 parents of students with disabilities across
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Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic The Journal of Special Education (IF 1.732) Pub Date : 2021-03-06 Ji Young Kim, Daniel M. Fienup
During the COVID-19 pandemic, there were alarming reports of children missing out on online special educational activities due to a lack of access to those resources. We evaluated a simple, online intervention using a concurrent multiple baseline design across three second-grade students with disabilities who unreliably accessed the remote curriculum. The dependent variable was the number of daily
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A 30-Year Systematic Review of Professional Ethics and Teacher Preparation The Journal of Special Education (IF 1.732) Pub Date : 2021-01-23 Dawn M. Decker, Jordan L. Wolfe, Chelsey K. Belcher
Professional ethics in teacher preparation is an area that has received minimal attention in the special education literature. In this systematic review, 18 journals affiliated with the Council for Exceptional Children (CEC) were examined for their coverage of professional ethics over a 30-year period (1988–2018). Results showed that an average of about two articles were published each year on professional
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Are Online Resources for Evidence-Based Practices Useful The Journal of Special Education (IF 1.732) Pub Date : 2020-12-28 Sara Beth Hitt, Stephen Kwiatek, Ashley Voggt, Wen-hsuan Chang, Sonja Gadd, David W. Test
Because many websites claim to provide information about evidence-based practices (EBPs), consumers must know the information and practices are based upon quality research. Practitioners may intend to locate trustworthy online sources providing EBPs, but if those sources are not easy to navigate and lack implementation resources (i.e., are accessible), then practitioners may be more likely to access
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Lessons Learned From a Descriptive Review of Rural Individualized Education Programs The Journal of Special Education (IF 1.732) Pub Date : 2020-11-20 Brittany L. Hott, Beth Ashby Jones, Kathleen M. Randolph, Emily Kuntz, John W. McKenna, Frederick J. Brigham
Students who are eligible for special education and related services are entitled to a free appropriate public education (FAPE), which is delineated by the Individualized Education Program (IEP). The purpose of this descriptive study was to examine 133 IEPs from seven rural districts that were interested in evaluating their compliance with state and federal special education regulations. The researchers
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The Effect of Enhanced Milieu Teaching on Vocabulary Acquisition for Korean American Children With Down Syndrome The Journal of Special Education (IF 1.732) Pub Date : 2020-11-16 Sunyoung Kim, Veronica Y. Kang
Children with Down syndrome (DS) often exhibit delays in cognitive and linguistic development. In response to the increasing number of culturally and linguistically diverse populations with disabilities in the United States and need for evidence-based interventions with cultural adaptations, this study examined the effects of enhanced milieu teaching on targeted vocabulary acquisitions of four Korean
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Knowledge of Mild Traumatic Brain Injury Among Special Educators The Journal of Special Education (IF 1.732) Pub Date : 2020-10-10 Steffany M. Chleboun, Amie M. King, Samantha L. Lukert, Wendy H. Weber
Research on stakeholders in mild traumatic brain injury (mTBI) management in the schools has shown that several school personnel (e.g., nurses, athletic trainers, principals, speech-language pathologists) all contribute unique knowledge to a school-based mTBI management team. Special educators (SPEs) may be another stakeholder group that could provide additional knowledge and expertise in working with
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Paraprofessionals’ Perceptions of Behavior Problems in Elementary School Classrooms The Journal of Special Education (IF 1.732) Pub Date : 2020-10-05 Briana Bronstein, Nicole Breeden, Todd A. Glover, Linda A. Reddy
Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses paraprofessionals’ perceptions of common student behavior problems
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Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism The Journal of Special Education (IF 1.732) Pub Date : 2020-09-18 Kristi L. Morin, Ann Sam, Brianne Tomaszewski, Victoria Waters, Samuel L. Odom
Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed
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Student and Teacher Perceptions of Goal Attainment During Intervention With the Self-Determined Learning Model of Instruction The Journal of Special Education (IF 1.732) Pub Date : 2020-08-17 Karrie A. Shogren, Tyler A. Hicks, Sheida K. Raley, Jesse R. Pace, Graham G. Rifenbark, Kathleen Lynne Lane
A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree the attainment
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Using Community Conversations to Inform Transition Education in Rural Communities The Journal of Special Education (IF 1.732) Pub Date : 2020-08-17 Erik W. Carter, Michele A. Schutz, Shimul A. Gajjar, Erin A. Maves, Jennifer L. Bumble, Elise D. McMillan
Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used “community conversation” events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for students with disabilities in rural school districts. We analyzed
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Parental Perspectives on Physical Education Services for Children With CHARGE Syndrome The Journal of Special Education (IF 1.732) Pub Date : 2020-07-24 Kristi Lane, Lauren J. Lieberman, Pamela Haibach-Beach, Melanie Perreault, Luis Columna
Using a grounded theory approach, the aim of this study was designed to explore parental perspectives with children who have CHARGE syndrome and their children’s experiences in physical education. Participants included 10 mothers of children with CHARGE syndrome ages 6 to 23 years old. The parents completed a demographic survey and participated in a semi-structured interview where they discussed their
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Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time The Journal of Special Education (IF 1.732) Pub Date : 2020-07-15 W. Catherine Cheung, Hedda Meadan, Sa Shen
Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The Early Childhood Longitude Study–Birth Cohort was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant
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Using a Peer-Mediated Instructional Package to Teach College Students With Intellectual and Developmental Disabilities to Navigate an Inclusive University Campus The Journal of Special Education (IF 1.732) Pub Date : 2020-07-05 Kelly B. Kearney, Brianna Joseph, Lisa Finnegan, Jacqueline Wood
Colleges across the nation have seen an increase in programming for students with intellectual and developmental disabilities (IDD) over the past decade. With this increase in programming comes the need to support students with IDD while accessing a large college campus. Using technology, such as Google Maps™, on one’s cell phone is a natural support that is relatively unobtrusive. This study used
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Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities The Journal of Special Education (IF 1.732) Pub Date : 2020-07-05 Rajiv Satsangi, Rachel H. Billman, Alexandra R. Raines, Anna M. Macedonia
Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore
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Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives The Journal of Special Education (IF 1.732) Pub Date : 2020-07-03 Alison L. Zagona, Kirsten R. Lansey, Jennifer A. Kurth, Alena Kuhlemeier
Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers’ perspectives
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Social Inclusion of Preschool Children With ASD: The Role of Typical Peers The Journal of Special Education (IF 1.732) Pub Date : 2020-06-10 Mati Zakai-Mashiach, Esther Dromi, Michal Al-Yagon
This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months (M = 61.71 years, SD = 8.48 years) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous (environmental) variables in explaining typically developing
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Characteristics of Students With Disabilities Who Do and Do Not Receive Transition Services The Journal of Special Education (IF 1.732) Pub Date : 2020-06-08 Maria P. Mello, Meghan M. Burke, Julie Lounds Taylor, Richard Urbano, Robert M. Hodapp
As transition services foster better post-school outcomes, all students with disabilities should be receiving these services as they traverse their final high school years. Using a national, web-based parent survey, we examined the frequency and correlates of the receipt of transition services for 189 students with disabilities. Parents reported their children’s age, functioning level, maladaptive
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Shared Reading Extratextual Talk With Children With Autism Who Have Spontaneous Speech The Journal of Special Education (IF 1.732) Pub Date : 2020-06-08 Veronica P. Fleury, Andrea L. B. Ford
Shared reading is a developmentally appropriate practice that supports children’s emergent literacy and language development. Participation in shared reading, however, may be compromised for children with autism spectrum disorder (ASD) due to social-communication difficulties inherent to the disorder. The primary aim of this study was to explore the extent to which children with ASD who have spontaneous
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The Relationship of Special Education Placement and Student Academic Outcomes The Journal of Special Education (IF 1.732) Pub Date : 2020-06-01 Sandi M. Cole, Hardy R. Murphy, Michael B. Frisby, Teresa A. Grossi, Hannah R. Bolte
This study investigates the academic outcomes of a special education student cohort in the state of Indiana placed in high and low inclusion settings. Student scores in these two settings from the Indiana State Test of Educational Progress (ISTEP+ English/Language Arts and math) were compared from fourth grade in 2014 through the eighth grade in 2018. Results of this study show that students with disabilities
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Systematic Review of Safety Skill Interventions for Individuals With Autism Spectrum Disorder The Journal of Special Education (IF 1.732) Pub Date : 2020-05-26 Elif Tekin-Iftar, Seray Olcay, Nursinem Sirin, Hatice Bilmez, H. Deniz Degirmenci, Belva C. Collins
We conducted a descriptive analysis of single-case research design (SCRD) studies on safety skills instruction (SSI) for individuals with autism spectrum disorder (ASD). Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. We analyzed studies in terms of various descriptive variables, calculated effect
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Using the Virtual–Representational–Abstract With Overlearning Instructional Sequence to Students With Disabilities in Mathematics The Journal of Special Education (IF 1.732) Pub Date : 2020-03-23 Jiyoon Park, Emily C. Bouck, Marisa H. Fisher
While mathematics education is key to the post-school outcomes of students with disabilities, it has received less attention in research and practice compared with other aspects of educating this population. Skill maintenance is particularly crucial in mathematics because students build upon prior knowledge across grade levels. They also need to be able to apply mathematical skills in everyday life
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Criteria for Determining Eligibility for Extended School Year Services The Journal of Special Education (IF 1.732) Pub Date : 2020-03-18 Lucy Barnard-Brak, Tara Stevens
Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of
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A Case Study of Federal Leadership Perspectives on Special Education The Journal of Special Education (IF 1.732) Pub Date : 2020-03-07 Jeannie Kleinhammer-Tramill, Zorka Karanxha, A. Joy Broughton
This article is part of an illustrative study of federal leadership in special education based on interviews with persons who served as Assistant Secretaries in the U.S. Department of Education’s O...
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A Review of Web-Based Special Education Resources Provided to Parents by State Departments of Education The Journal of Special Education (IF 1.732) Pub Date : 2020-02-08 Jennifer Farley, Jacqueline Huscroft-D’Angelo, Alexandra L. Trout, Kristin Duppong Hurley
Parents who are knowledgeable of special education are more likely to engage in their child’s education. Parents seek information about special education from a number of sources including State Departments of Education (SDEs). However, little is known about the web-based special education resources SDEs provide to parents. We sought to address this gap by conducting a comprehensive review of SDE websites
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Legislative Advocacy Among Parents of Children With Disabilities The Journal of Special Education (IF 1.732) Pub Date : 2020-01-31 Meghan M. Burke, Zach Rossetti, Kristina Rios, Kristen Schraml-Block, James Lee, Janeth Aleman-Tovar, Javier Rivera
In the past, parents of children with disabilities have spearheaded several policies for individuals with disabilities. However, little is known about their experiences with legislators. To address this gap, focus groups and surveys about legislative advocacy were conducted with 127 parents of individuals with disabilities across four states. The purpose of the study was to explore parent perceptions
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Development of Mathematics and Self-Determination Skills for Young Adults With Extensive Support Needs The Journal of Special Education (IF 1.732) Pub Date : 2020-01-30 Deidre P. Gilley, Jenny R. Root, Sarah K. Cox
The purpose of this study was to support the development of mathematics and self-determination skills of young adults with extensive support needs. Mathematical problem solving is a natural context...
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Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework The Journal of Special Education (IF 1.732) Pub Date : 2020-01-02 Jeong Hoon Choi, Amy B. McCart, Wayne Sailor
The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period.
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Teaching High School Students With Disabilities to Advocate for Academic Accommodations The Journal of Special Education (IF 1.732) Pub Date : 2019-12-13 Nancy J. Lopez, Nicole M. Uphold, Karen H. Douglas, Shaqwana Freeman-Green
One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study
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Expanding Curriculum-Based Measurement in Written Expression for Middle School The Journal of Special Education (IF 1.732) Pub Date : 2019-11-12 Adrea J. Truckenmiller, Jessica V. McKindles, Yaacov Petscher, Tanya L. Eckert, Jamie Tock
This study provides significant advances in the understanding and utility of writing assessment for progress monitoring writing instruction. We explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results indicated that students’ writing fluency facilitated their writing
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The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children The Journal of Special Education (IF 1.732) Pub Date : 2019-11-09 Hedda Meadan, Moon Y. Chung, Michelle M. Sands, Melinda R. Snodgrass
Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to
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Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems The Journal of Special Education (IF 1.732) Pub Date : 2019-10-21 Corey Peltier, Tracy E. Sinclair, Joshua M. Pulos, Andrea Suk
Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention
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A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice The Journal of Special Education (IF 1.732) Pub Date : 2019-09-27 Anne C. Sinclair, Samantha A. Gesel, Lauren M. LeJeune, Christopher J. Lemons
In this comprehensive review, 32 studies were identified in which researchers investigated the effect of real-time performance feedback delivered via technology on interventionist implementation of instructional practices. Studies were evaluated for methodological rigor with quality indicators from the Council for Exceptional Children. Twenty-two single case designs and one group design met all quality
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Teaching Students With Moderate and Severe Intellectual Disability to Compare Characters in Adapted Text The Journal of Special Education (IF 1.732) Pub Date : 2019-08-17 Kristen B. Dieruf, Melinda Jones Ault, Amy D. Spriggs
The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results. The results indicated the system of least prompts and
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The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings The Journal of Special Education (IF 1.732) Pub Date : 2019-07-03 Emily E. Sobeck, Rachel Robertson, Jesse Smith
Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments
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A Systematic Review of Replicative Self-Determination Intervention Studies The Journal of Special Education (IF 1.732) Pub Date : 2019-06-14 John L. Luckner, Rashida Banerjee, Sara Movahedazarhouligh, Kaitlyn Millen
Current federal legislation emphasizes the use of programs, interventions, strategies, and activities that have been demonstrated through research to be effective. One way to increase the quantity and quality of research that guides practice is to conduct replication research. The purpose of this study was to undertake a systematic review of the replication research focused on self-determination conducted
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Trends in LRE Placement Rates Over the Past 25 Years The Journal of Special Education (IF 1.732) Pub Date : 2019-06-11 Pamela Williamson, David Hoppey, James McLeskey, Erica Bergmann, Hanna Moore
The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990 through 2015. Data were retrieved electronically from the
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Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity The Journal of Special Education (IF 1.732) Pub Date : 2019-06-10 Tosha L. Owens, Ya-yu Lo, Belva C. Collins
In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects
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Race, Gender, and Disability and the Risk for Juvenile Justice Contact The Journal of Special Education (IF 1.732) Pub Date : 2019-06-04 Martin Mendoza, Jamilia J. Blake, Miner P. Marchbanks, Kelsey Ragan
Exclusionary school discipline has received national attention due to its association with juvenile justice contact. Research has demonstrated support for links between exclusionary discipline and negative outcomes such as school dropout and juvenile justice involvement. The purpose of this study was to examine the intersections of race, gender, and disability in explaining the risk for juvenile justice
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Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders The Journal of Special Education (IF 1.732) Pub Date : 2019-06-04 Allison F. Gilmour
Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified
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Characteristics of Secondary Age Students With Intellectual Disability Who Participate in School-Sponsored Extracurricular Activities The Journal of Special Education (IF 1.732) Pub Date : 2019-05-31 Stacy K. Dymond, Magen Rooney-Kron, Meghan M. Burke, Martin Agran
This study investigated the relation between grade level, support needs, and use of augmentative and alternative communication (AAC) and the participation of secondary age students with intellectual disability in school-sponsored extracurricular activities. Participants were special education teachers with at least one student with an intellectual disability on their caseload who participated in a
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A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability The Journal of Special Education (IF 1.732) Pub Date : 2019-05-17 Corey Peltier, Kristi L. Morin, Emily C. Bouck, Mindy E. Lingo, Joshua M. Pulos, Faye A. Scheffler, Andrea Suk, Leslie A. Mathews, Tracy E. Sinclair, Malarie E. Deardorff
Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete–representational–abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a mathematics intervention using manipulatives on the mathematical
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The Characteristics Among Maltreatment, Special Education Service Delivery, and Personnel Preparation The Journal of Special Education (IF 1.732) Pub Date : 2019-03-29 Deserai Miller, Rosa Milagros Santos
Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand
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Disparities in the Enrollment and Timing of Special Education for Asian American and Pacific Islander Students The Journal of Special Education (IF 1.732) Pub Date : 2019-03-22 North Cooc
School districts in the United States are required to monitor the overrepresentation of students of color in special education, yet recent studies have challenged these trends and suggest students of color may be underrepresented for services guaranteed under federal law. Missing in many of these discussions on disproportionality are the needs of Asian Americans and Pacific Islanders (AAPIs), a group
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Reader Self-Perceptions of Secondary Students With and At Risk for Emotional and Behavioral Disorders The Journal of Special Education (IF 1.732) Pub Date : 2019-03-18 Justin D. Garwood
Perception of one’s ability as a reader is a key construct for improving adolescent literacy outcomes, but this research has not yet been extended to students with disabilities. The current study attempted to address this research gap with a sample of 152 secondary students with and at risk for emotional and behavioral disorders (EBD). Results include a description of these students’ reader self-perceptions
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Teaching Children With Fetal Alcohol Spectrum Disorder to Use Metacognitive Strategies The Journal of Special Education (IF 1.732) Pub Date : 2019-03-05 Marnie L. Makela, Jacqueline R. Pei, Kimberly A. Kerns, Jennifer V. MacSween, Aamena Kapasi, Carmen Rasmussen
Metacognitive training is an emerging cognitive intervention for children with fetal alcohol spectrum disorder (FASD) that teaches children to think about their thinking and use strategies to improve learning and regulation. We investigated how children with FASD acquired metacognitive strategies during a computerized intervention delivered in a school setting. The number, type, and process of strategy
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Access to Qualified, Well-Supported Principals Across Alternative Educational Settings and Neighborhood Schools The Journal of Special Education (IF 1.732) Pub Date : 2019-02-21 Elizabeth Bettini, Loretta Mason-Williams, Brian R. Barber
Principals bear primary responsibility for supporting teachers. Principal leadership is especially important in alternative educational settings (AES; e.g., alternative schools, self-contained special education schools) that serve students with more substantial learning and behavioral needs, often with less-qualified and experienced teachers. We examined principals’ qualifications (i.e., principal
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A Preliminary Exploration of the Inclusion of a Child With Autism in a Preschool With Complex Dynamic Systems The Journal of Special Education (IF 1.732) Pub Date : 2019-02-17 Amael Andre, Benoit Louvet, Julien Despois, Christine Velez
Based on the complex dynamic system approach, this research aimed to study the variability of the typical configurations of interactions between the adults’ participation and the engagement of a child with autism spectrum disorder (ASD) in two activities proposed in a French preschool. The classroom sessions were filmed once a month for 8 months and focused on two activities (free play and adult-led
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Social Information Processing Among Children With ASD, SLD, and Typical Development: The Mediational Role of Language Capacities The Journal of Special Education (IF 1.732) Pub Date : 2019-01-02 Nirit Bauminger-Zviely, Mor Alon, Alit Brill, Hani Schorr-Edelsztein, Tzuriel David, Gila Tubul, Michal Al-Yagon
The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys in Grades 3 to 6, comprising 25 boys with ASD, 38 with SLD
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Exploring the Special Education Advocacy Process According to Families and Advocates The Journal of Special Education (IF 1.732) Pub Date : 2018-11-28 Meghan M. Burke, Kristina Rios, Chung eun Lee
Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent–advocate dyads. Findings indicate that advocates and parents
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Using an Instructional Package to Teach Cardiopulmonary Resuscitation With Automated External Defibrillator to College Students With Intellectual Disability The Journal of Special Education (IF 1.732) Pub Date : 2018-11-22 Kelly B. Kearney, Charles Dukes, Michael P. Brady, Kalynn Hall Pistorio, Mary Louise Duffy, Jessica L. Bucholz
Adults with intellectual disability may not learn safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with
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Opportunity to Learn What Is on the Test and Performance on the Test The Journal of Special Education (IF 1.732) Pub Date : 2018-11-17 Stephen N. Elliott, Alexander Kurz, Nedim Yel
State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students. This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students without disabilities (n = 116) and students with a disability
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Effects of Instructor Training on Language Outcomes of Students With ASD The Journal of Special Education (IF 1.732) Pub Date : 2018-11-04 Holly Rittenhouse-Cea, Su-Je Cho
This study evaluated the effects of a training package on the implementation of incidental teaching by instructors and on targeted initiations of students with autism spectrum disorder (ASD). Four instructors were introduced to incidental teaching through a 1-hr individualized training session. Specific feedback was provided for each incidental teaching session post training. Following initial training
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Peer-Mediated Joint Attention Intervention in the Preschool Classroom The Journal of Special Education (IF 1.732) Pub Date : 2018-10-26 Sarah G. Hansen, Tracy J. Raulston, Wendy Machalicek, Rebecca Frantz, Christine Drew, Buket Erturk, Jane Squires
Children with autism spectrum disorder (ASD) and other developmental disabilities are at risk of isolation from same-aged peers. Furthermore, research indicates that even in inclusive settings, children with ASD benefit from targeted interventions and support. Among the social communication skills that are frequently absent in children with ASD is joint attention. Joint attention can be defined as
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A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators The Journal of Special Education (IF 1.732) Pub Date : 2018-10-26 Kristi L. Morin, Jennifer B. Ganz, Kimberly J. Vannest, April N. Haas, Sarah A. Nagro, Corey J. Peltier, Marcus C. Fuller, Sara K. Ura
Studies using video analysis are being reported more frequently in the literature. Although the body of research suggests that video analysis is effective for changing educators’ instructional practices, questions regarding for whom and under what circumstances it is most effective still remain. This meta-analysis reports on the overall effectiveness of video analysis when used with special educators
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Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability The Journal of Special Education (IF 1.732) Pub Date : 2018-10-25 Sally B. Shepley, Amy D. Spriggs, Mark D. Samudre, Emily C. Sartini
This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments
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Preventing Reading Failure for First-Grade Students in an Urban School The Journal of Special Education (IF 1.732) Pub Date : 2018-10-25 Alana Oif Telesman, Moira Konrad, Gwendolyn Cartledge, Ralph Gardner, Morris Council
This study sought to examine the effectiveness of Reading RACES (RR), a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these gains would generalize to novel, generic passages. Five
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An Analysis of Mediating Effects of School Leadership on MTSS Implementation The Journal of Special Education (IF 1.732) Pub Date : 2018-10-25 Jeong Hoon Choi, Amy B. McCart, Tyler A. Hicks, Wayne Sailor
The present study investigated relationships among technical assistance, school leadership quality, and multitiered system of support (MTSS) implementation. The findings indicated technical assistance improved school leadership quality, and improved leadership significantly mediated the relationship between technical assistance and MTSS implementation for both behavior and academic systems. These results
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Activating Policy and Advocacy Skills: A Strategy for Tomorrow’s Special Education Leaders The Journal of Special Education (IF 1.732) Pub Date : 2018-10-02 Sarah A. Nagro, Katharine G. Shepherd, Jane E. West, Steven J. Nagy
Special education scholars have traditionally experienced a significant disconnect between their experience as researchers and the fast-paced realities of policy and politics. We propose that higher education leaders should be drivers of change, not recipients of outcomes, and by extension, that there is a need to ensure that the preparation of future special education faculty and leaders includes
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Content Analysis of Evidence-Based Articles in The Journal of Special Education The Journal of Special Education (IF 1.732) Pub Date : 2018-09-19 Larry B. Fisher, Fred Spooner, Bob Algozzine, Kelly M. Anderson, Chelsi R. Brosh, Colleen E. Robertson
Conducting and supporting scientifically valid research activities and implementing evidence-based practices have driven recent hopes and efforts to achieve better outcomes for all students. In the context of ongoing internal review and continuous improvement, we were interested in how this evolution was reflected in empirical studies published in The Journal of Special Education (JSE). We coded key
Contents have been reproduced by permission of the publishers.